FRAMINGHAM STATE UNIVERSITY

AND

INTERNATIONAL EDUCATIONAL PROGRAM, INC. M.ED IN TESL

TESL936 The Teaching of Second Language Skills

Gyeongju, South Korea February 2014 TESL936-E01 Professor: Marguerite Mahler, Ph.D e-mail: mmahler@framingham.edu

COURSE DESCRIPTION A concise presentation and demonstration of popular methods and innovative practices in second and foreign language teaching and learning at various proficiency levels. Short micro-teaching sessions allow students to identify their teaching styles and preferences as well as their effect on learners' styles and acquisition success. Attention is given to teaching situations that include students from diverse cultural and linguistics backgrounds. Traditional as well as alternative assessment tools are discussed. The use of instructional technology in the classroom is emphasized. COURSE MATERIALS Horwitz, Elaine Kolker. 2012. Becoming a Language Teacher, 2nd ed. Pearson. Articles, Handouts, Websites posted on Blackboard. Access to the site www.learner.org for pre-session assignment COURSE OBJECTIVES

Understand the historical development of second language teaching methods and approaches Understand the importance of contextualized language instruction Develop techniques for teaching the four skills (listening, speaking, reading, and writing), as well as vocabulary, pronunciation, and grammar Be able to determine appropriate selection of pedagogical materials for diverse learning styles and situations Be familiar with traditional as well as alternative assessments Be familiar with instructional technology appropriate for the ESL classroom

COURSE CREDIT HOURS The U.S. Department of Education has issued regulation regarding required course hours. A four-credit course must include a minimum of 150 clock hours. SEMESTER A. Pre-course ACTIVITIES Reading: textbook & articles pre-session paper B. On site Face-to-face class hours Homework and class projects C. Post-course TOTAL Paper/ project or exit test CLOCK HOURS 40 20 40 30 20 150 CLOCK
HOURS

ASSESSMENTS AND GRADE WEIGHT

Pre-session www.learner.org A video workshop (20%) For this assignment, go to the site www.learner.org. Choose: Foreign Languages => ALL => Teaching Foreign Languages K-12 Workshop. Scroll down and read through the descriptions of the 8 video workshops. Click on the name of the worshop that you choose to do for your assignment. You will see a list of the workshop components on the left-hand side of the screen. Answer the questions in the following sections: -Introduction, -Before you watch, -View and analyze the video, -Examine the topic, Put it into practice, and -Reflect on your learning. (These are all the sections except the Action research project.) You must submit your assignment by Tuesday, February 11. You are expected to complete the textbook readings and organize your in-session method presentation. Attendance, class preparation, and class participation (30%) Homework and class participation are essential components of this course. Homework includes reading the assigned chapter for the next class. For in class participation, students are expected to be prepared to discuss the assigned reading, complete group activities, and share professional experiences.

Class preparation and participation

Exceeds expectation 8-10 points Class Preparation Student demonstrates excellent preparation; has analyzed reading material and can relate it to prior course content. Student is punctual; attentive at all times; contributes readily to class discussion and small group activities; makes contributions that advance the discussion or activity; shows interest in and respect for others views; Student demonstrates very active involvement; the level of effort is exemplary. Does not impede other students attempts to participate. Student is never disruptive and always mindful of others. Meets expectation 5-7 points Student demonstrates good preparation; has understood the material and can offer some interpretations and analysis of the material. Student is punctual and attentive most of the time; contributes to class discussion and group activities most of the time; makes some contributions to the topic discussed; shows interest in and respect for others views Student demonstrates ongoing involvement; the level of effort is good; responds to other students needs in a constructive manner Student makes every effort not to be disruptive. Minimally meets expectation 2-4 points Student demonstrates adequate preparation; knows basic information but does not show evidence of trying to interpret or analyze it. Student is punctual most of the time; is not always attentive to what goes on in class; does not voluntarily contribute to class discussions; gives only minimal answers when called upon; participates minimally in small group activities. Student is willing to participate in class discussion and in small group activities. Does not meet expectation 0-1 points Student demonstrates minimal preparation; does not show familiarity with the assigned readings and homework. Student is not punctual; is minimally engaged in class discussion; is not attentive; is not able or willing to answer questions or respond to requests; is passive during small group activities.

Class Participation

Attitude

Student does not come to class with an attitude to learn and participate.

Behavior

Student is occasionally disruptive but stops when corrected.

Student is disruptive and breaks the concentration of colleagues and instructor. Student does not respond to requested correction.

Methods/ approaches Presentations (20%) Sources: Horwitz, chapter 3 What Should I Know About Teaching Methodologies? Diane Larsen-Freeman . Techniques and Principles in Language Teaching. Posted on Blackboard Diane Larsen-Freeman . VHS tape illustrating Techniques and Principles in Language Teaching available. The following websites might prove useful: www.teachingchannel.org ; http://www.onestopenglish.com/support/methodology/teaching-approaches/ You are not expected to present the method in its purest form. In most cases you will adapt the method. You will present in pairs. A typical presentation will include: a) a 2-4 min. summary of the method/ approach, b) 20-30 min. of teaching that will include 3-5 different activities enhanced with audiovisuals,

if possible, c) a 2-4 min. post presentation assessment of your presentation, d) 2-4 min. of feedback from the class.
Group Presentation Excellent 4 pts Organization Presentation was well organized and was very easy to follow. Transitions between group members were well planned and executed cleanly. The group worked very well with each other and communicated well; the presentation was shared equally among the group members. Group members had a strong hold on the content and content was thoroughly addressed. No mistakes were made with regard to content knowledge. Audiovisuals were used and enhanced the presentation. Good 3 pts Presentation was organized and easy to follow. Transitions might have been slightly discontinuous but did not take away greatly from the overall presentation. The group worked well with each other and communicated well. Some (one) member(s ) participated more than other(). Fair 2 pts Presentation was not clearly organized. Transitions between members were jumpy or awkward. Poor 1 pt Presentation lacked organization. Poor transitions between individual parts. Presentation not easy to follow.

Teamwork and Participation

The group communicated relatively well with a few lapses in the presentation; some (one) member(s) dominated the presentation. Group members had only a superficial understanding of content. Several mistakes were made during the presentation. The audiovisuals used did not support the verbal presentation.

The group did not work well together. There were obvious miscommunications and lapses in the presentation. Some (one) member(s) hardly participated. Group members had little to no understanding of the content addressed in the presentation.

Content

Most of the group members have a solid understanding of the content. Content missing minor elements or contained minor errors. Audiovisuals were used somewhat effectively

Audiovisuals

No audiovisuals were used.

15-minute exit test on key concepts (10%) From a list of pre-selected items prepared by the class, you will be asked to provide a brief definition or description of each item from a subset of items. Post-session reflection paper (20%) I suggest that you use to Horwitz, chapter 11, pages 250-256, as a template for your reflection paper. The chapter themes include: Becoming Open to New Ideas About Language and Language Teaching; Becoming a Better Language Teacher (Improving your Second Language Competence, Action research, Professional development); Your Future as a Language Teacher. Minimum length: 8 pages - Due date: March 2, 2014

Course Outline 4-hour classes Class 1a

Chapter 1 What Should I know About Language Learners and Language Teaching Settings? Pp. 3-22 Types of language learning settings Learner characteristics Younger learners and stages of cognitive development Identity and language learning Class 1b Chapter 2 What Should I know About Second Language Acquisition? Theories of Second Language Acquisition The critical age hypothesis How the theories differ on important language teaching issues Implications for language teaching

Methods Desuggestopedia (about anxiety) ________________ ________________

TPR (silent period) ________________ ________________ Natural Approach (NA) (early production) ________________ ________________

Class 2a

Chapter 3 What Should I know About Language Teaching Methodologies? Language teaching methods Content-based, Sheltered Instruction, Learner-Centered, TaskBased approaches Chapter 4 What Should I know About Language Learners and Language Teaching Settings? The Importance of Listening Comprehension The listening process Some guidelines for developing listening activities Activity ideas Assessing listening comprehension

Communicative approach ________________ ________________

Class 2b

Chapter 5 What Should I know About Teaching Speaking? The importance of true communication Obstacles to teaching speaking The development of speaking ability Activity ideas Assessing speaking

Audio-lingual ________________ ________________ Silent Way ________________ ________________

Class 3a

Chapter 6 What Should I know About Teaching Reading? The Importance of reading The Reading process Types of second language reading Learning to read in the second language Types of reading materials Helping students develop effective reading strategies ESL teachers and content reading Some guidelines for teaching reading Activities ideas Assessing reading comprehension

Communicative language teaching ________________ ________________ Cooperative learning ________________ ________________

Class 3b

Chapter 7 What Should I know About Teaching Writing? The writing process Types of second language writing Helping students develop effective writing strategies Some guidelines for teaching writing Activities ideas Assessing reading

Grammar-Translation ________________ ________________

Class 4a

Chapter 8 What Should I know About Teaching Academic English in Content Classes? The development of academic language Generation 1.5 and Transnational students Scaffolding, contextualized input, thematic units Promoting L2 development in Content Classes Academic literacy Integrating language skills using thematic units and task-based activities Some guidelines for teaching language through content Activity ideas The cognitive academic language learning approach CALLA Assessing language in content classes

Content-based approach ________________ ________________

Class 4b

Chapter 9 How do I assess Language Learning? Standards Issues in Language testing Testing approaches Testing for a variety of purposes Testing the standards The TOEFL, ACTFL, OPI, TOEIC, IELTS

Task-based approach ________________ ________________

Class 5a

Chapter 10 How do I plan my classes? Planning for your students Common language teaching activities Differentiating Instruction and supporting learner autonomy

Participatory approach ________________ ________________

Class 5b

Conclusion Exit text Course evaluation

Community language learning ________________ ________________

COLLEGE POLICY REGARDING ACADEMIC HONESTY

Integrity is essential to academic life. Consequently, students who enroll at Framingham State College agree to maintain high standards of academic honesty and scholarly practice. They shall be responsible for familiarizing themselves with the published policies and procedures regarding academic honesty. http://www.framingham.edu/graduate-and-continuingeducation/documents/grad-catalog-0910.pdf on page 7 in the Graduate catalog.

ACCOMMODATION STATEMENT FOR SPECIAL NEEDS STUDENTS

Framingham State University offers equal opportunities to all qualified students, including those with disabilities and impairments. The University is committed to making reasonable accommodations as are necessary to ensure that its programs and activities do not discriminate, or have the effect of discriminating, on the basis of disability. Academic Support serves students with learning and psychiatric disabilities as well as students with visual, mobility and hearing impairments. For further information about this, please visit the website at http://framingham.edu/center-for-academic-support-and-advising/disability-services/index.html or contact Mr. LaDonna Bridges, Director of Academic Support/Disability Services, in the Center for Academic Support and Advising (CASA) at 508-626-4906 or lbridges@framingham.edu.